Workshops and Projects
Many of the workshops dealing with GLBT issues devised by GALE are now incorporated through the BCTF Pro-D workshops (to order, please go to: BCTF Professional Development). The GALE Workshop Committee, however, can present (on a limited basis) a variety of workshops to groups such as teachers, counsellors, staff reps, administrators, student teachers, parents, and/or students. Each workshop is tailored to the needs of the intended audience and, in consultation with the facilitators, can be designed to include any combination of topics from the following:
(NOTE: G/L/B/T refers here to Gay/Lesbian, Bisexual/Transgendered)
• Starting a Gay-Straight Alliance at your school
• Definitions and terminology
• Accuracy vs. myths
• "Coming Out" issues
• Personal stories/experiences
• Personal and group action plans
• Famous lesbians and gays in history
• Dealing with name-calling
• Legal issues for educators
• Different forms of homophobia
• Different levels of acceptance
• Heterosexual privilege
• Media messages re sexual orientation
• Counselling issues for G/L/B/T youth
• Presenting positive role models for youth
• Why teach about homosexuality?
• Recommended resources and their usage
• Rationale and background for integrating material into the curriculum
• Making the connections between heterosexism and racism, sexism, ethnocentrism, etc.
• Incorporating awareness of G/L/B/T issues in a variety of subject areas and grade levels
• Suggestions for appropriate placement of activities within the existing curriculum
• Sharing/discussing participants' views about homosexuality, homophobia, heterosexism
• Responsibilities and duties of teachers, administrators, school boards and government
• Strategies for making schools safe and inclusive for G/L/B/T youth, staff, and families
• The positive and negative uses of language; suggestions for more inclusive language
• Stresses and behaviors of G/L/B/T youth, and for any youth questioning their sexual orientation
• Looking at various case studies/scenarios; deciding how best to deal with such situations
To arrange a workshop presentation, please contact GALE a few weeks in advance, or for more information, e-mail us or see "Contact Us" on our Web site.
Projects
A couple of years ago, members of organizations concerned with lgbt issues and involved with youth and education, to discuss what the "Ideal School" would look like. There were many great ideas and discussions (see below).* Denotes top priority measure.
P = Province is pressure point
SB = School board is pressure point
S = Individual School in pressure point
BUILDING / SCHOOLYARD DESIGN
* Size: more manageable with lower student count (P & SB);
* Designed for community participation: open, sunny, circular, and with a speaker's corner, lunge and student message board. As well, mix programs up rather than having isolated at opposite ends of building. (P & SB);
* Visual Displays of diversity--ie flags, posters (SB, S);
Eliminate enclosed areas where bullying can occur;
Community has access to school buildings to encourage integration of community and schools;
Private showers in locker rooms;
Private areas to change in locker rooms;
No surveillance or cameras (have student monitors);
Wheelchair accessible;
Parking lot safety needs working out;
CURRICULUM
* Representation of queers throughout curriculum. Queer issues should be considered a cross-curricular issue (P);
Provincially required and approved queer-friendly resources. (P);
* Queer fiction and non-fiction in libraries, classrooms (P, SB, S);
* Insert queers into history, literature, art, film; represent queer families in family studies, home ec, CAPP; queer-sensitive sex ed that is incorporated and not optional; comprehensive view of queer issues in religion discussions; culturally inclusive history of queer issues. Including same-sex couples (P, SB);
* Early sex-ed discusses transgenderism/intersexuality in 'puberty' classes and biology. Break down myth that there are only two sexes;
* Required courses on different forms of oppression, including sexism, racism, homophobia (P);
Trans people represented throughout curriculum materials;
Talk about cultures that have more diverse representation of gender;
Blackboard depicting queer-friendly/multicultural novels for novel studies;
Famous queers in history;
Discussions on Media/Stereotypes, advertising which influences culture negatively;
No corporate influence which influences culture negatively;
Gender inclusive/neutral language for individuals/families.
TEACHERS & ADMINISTRATION
* Policy protection/support for all queer members of school communities (P, SB);
* Intensive anti-homophobia (and social issues) training for all adults in school--new, etc (BC College of Teachers);
* Students need an avenue for complaints, need advocates and an appeal system that is separate from school administration--an ombudsperson to collect stats about homophobic incidents, report line through safe schools centre, etc (P, Independent Body);
* Admin should deal with students who harass, not force queer kids in the closet. Admin should take public stand against homophobic acts (SB, Principal's Association);
*Queer issues must be taught in teacher ed programs (BCCT/Univ);
* Min of Ed writes clear policy that names homophobia and outlines strategies for school districts to eliminate it and IMPLEMENTS IT (P);
Teachers feel safe to come out, talk about partners, wear queer cultural symbols (SB);
Increased number of councillors in school who are knowledgeable about GLBT/Social Issues. (University programs, BCTF sensitivity training);
Teachers comfortable addressing issues other than usual curriculum in classroom (BCTF sensitivity training);
Teachers should use inclusive language: eg 'partner' instead of 'husband' or 'wife' (S);
Schools change forms so that 'co-parent', 'care-giver' or 'mother or father' signs, rather than 'legal guardian';
Remove 'male or female' boxes from forms--challenge binary;
Teachers and admin need to take parents' complaints of bullying seriously;
More democratic system with increased student input (S);
Administration and teachers more accessible (S).
COMMUNITY & PARENT PRESENCE IN SCHOOLS
* GLBT cultural/arts groups/speakers invited to give presentations/performance and workshops (SB, S);
* Visiting groups should be encouraged, such as guest speakers. Also, student field trips to queer community events and neighbourhood improvement projects (S);
Youth-centred community groups welcome (S);
Representation of all social issues in community involvement--ie poverty, violence, various abuses, etc (S, P);
Annual peer-run youth conferences(P, BCTF);
Parent involvement in workshops, info sessions. Workshops to increase the number of supportive parents. (PFLAG, PAC, DPAC, BCCPAC, BCTF);
On-line forums--more interactive for all voices (PFLAG, PAC, DPAC, BCCPAC, BCTF);
Needed: a vehicle to better utilize allies (PFLAG, PAC, DPAC, BCCPAC, BCTF);
Community funding, scholarship funds (Queer community GLBA, PFLAG, YQ, GAB, GALE, ASIA);
Info about human rights commission and its jurisdiction over schools available to students (P, School-to-school);
Same-sex parents active on PAC (S).
CLUBS
* GSA in every high school with same funding allotment as other clubs (P, SB);
* Student rep on PAC and GSA rep on student council (S);
* Peer mediators trained in sexual orientation issues to help students mediate incidences of homophobia. Confidential peer support programs. (S);
Clubs that focus on other issues queer people face--ie drugs, alcohol, violence;
Ensure that clubs don't become exclusive to one gender or race;
Different clubs do joint events;
Clubs should help each other address each other's issues;
GSA does sensitivity training for staff & students;
STUDENT TO STUDENT INTERACTION
* Students take responsibility for monitoring abuse and name homophobia when they see it (S);
* Prevention, not just intervention (P, SB, S);
* Diversity Week and visibility of queer students (S, SB);
Same-sex couples at dances without having to ask permission or fear of violence;
Sensitivity training for students and discussion of LGTBQ culture and gender roles and cultural differences (PrideSpeaks);
Schools work on cooperation model instead of competition;
No pressure to come out until you're ready;
Same-sex couples holding hands in hallways;
Cross-dressing and gender-bending a common occurrence;
Free to talk about queer issues in school newspaper.
CLASSROOM
* Equitable visual and text representations and presence of queer cultural paraphernalia including rainbow stickers within reason (P, SB, S);
* An atmosphere that promotes open and safe discussions and a willingness to value all opinions and demonstrate mutual respect. Agree to disagree on some issues (SB, S);
* In all curriculum and in theatre/drama/choir material/choreography, do not presume heterosexuality or gender roles. Also, represent same-sex attraction (P, SB);
Queer-friendly posters with multicultural representations and diverse 'family' configuration in the pictures in class;
Varied gender expression is validated;
Expressions of homophobia and bullying are challenged;
Multi-age classrooms, in the hope that older students are positive role models and protectors for victims of bullying;
Students in non-traditional courses--ie girls in shop, boys in home ec--without negative repercussions;
Physical layout of classroom more flexible;
Guidelines rather than rules--allow for self-policing;
No gender segregation in classes--ie no separate lineups;
No presumptions about gender roles--ie if a girl takes shop it doesn't mean she's queer.
GALE Retreat
GALE held a successful retreat attended by 18 members who crafted a variety of new goals for our organization. It was a time to reflect on our hard work over the past ten years and look to the future. We developed six major areas to concentrate our efforts in over the next few years. We established consensus on three goal areas (Internal Organization, Teacher Training, and Support) for the coming year and have working groups assigned to each. We will continue to develop and implement strategies to achieve these goals throughout the year.We welcome your input and ideas!
Goal Categories Developed:
1. Internal Organization
2. Political Action and Public Relations
3. Training/Education
4. Teacher Training
5. Outreach and Networking
6. Support
Goals developed under each category:
Internal Organization:
· To increase and sustain membership province-wide
· To "recycle" roles and responsibilities of GALE BC
· To solidify a GALE BC "working" manual (includes: mission statement, policies, responsibilities, support strategies, etc.)
Political Action and Public Relations:
· To continue to educate and lobby the provincial government and its ministries on LGBTQ issues
· To choose, annually, a focus project to promote and highlight in the media
· To maintain our media liaisons
Training/Education:
· To continue to promote existing educational workshops on LGBTQ issues
· To develop and update LGBTQ resources
· To continue to develop new LGBTQ workshops in areas as they emerge
Teacher Training:
· To develop, update and distribute materials for use in teacher training programs
· To develop and implement a broad lobbying plan to have all BC teacher training institutions include a mandatory course on discrimination and diversity (includes LGBTQ issues)
Outreach and Networking:
· To establish good relations with educational partner groups
· To continue to connect with community organization and groups informing them of GALE BC's existence and purpose.
Support:
· To develop strategies to support LGBTQ youth in an educational setting
· To help educators deal with personal or work related LGBTQ issues
· To enhance the support provided to educators by their professional/union organization